A
1W
OFFENSIVE FOOTBALL SYSTEM
FOR J0NIOR AND SENIOR
HIGH SCHOOLS
by
LEONARD RICHARDSON
A PAPER
Presented to the Department of ducation
and the Graduate Division of Oregon State Collere
in partial fulfillment
of the requirements for the degree of
I.:aster of Education, Plan B
June 1946
ÄFPRO1flD:
Redacted for privacy
(Actv1se
rar the Thesis)
Redòted for privacy
Redacted for privacy
LV
Redacted for privacy
Redacted for privacy
Redacted for privacy
TABLE OF CONTEI'TTS
P1?JF.&CE
.........................
Chapter
1.
INTRODUCTIOIT
. . . .
. . .
..
......
Page
i-.
.
Playing Terms and Definitions
Brief History of Football
11 .
Ti-
STI.JDy .
.
........................
I
3
Warner Single Wing
Minnesota Formation
Notre Dame Formation
Warner Double 'iingback Formation
Short Punt Formation
Standard Punt Formation
T-Formation
Diariond-T Formation
Other Formations
A New Method of Centering
Results of Centering Trials
Adrenalin for the Snap
Scriiìxrage Testing
Statistical Suary
111.
of Scrimmages
PLAYS FOR TEE DIAMOI1D-T
FOI?IATION....
The Code
Introduction to
Linebuck
PlayS
Quarterback Fake
Cross Buck
Tackle Slant (Fake Man-in-Lotion)
Spot Pass
Quarterback Sneak
Flying Vie dge
End
The
The
The
Sweep
Long Gainer Pass
Right End Lateral
Ena Around
43
TABLE OF CONTENTS
(Continued)
Page
Chapter
1V.
CONCLUSIONS .................
.
56
Bibliography ..........................
62
.
New Method of Centering
The New Stance for Football
The New Fornation
The Super Snap
Ree oiaondat ions
PREFACE
rootball is likened to the gazne of the late
nineties as the mod.el T Ford is likened to the Lincoln Zephrr.
Streamlining of this sport carne as the result of the tireless
efforts of a relatively few coaches ho pioneered with new
Modern
ideas for the improvement of the ,ane. However, progress
seems to be slow owing to tradition, lack of inventive spirit,
and the ease with which :ost coaches accept the status ouo.
To date no major contribution has ever been credited to
the high school coach. ïn fact, until recently, very f ew
college coaches ever cane u from the preparatory ranks.
The writer has often wondered why the high school mentors,
who outnumber the coller;jate masters over 10 to 1, do not
share the honors for the advancement for the gridiron game.
Could it be the salary of the college man which is, in some
cases, over 20 tiies as high as the secondary coach? Could
it be that the man from the institution of higher learning
is more intelligent, is more inventive, and takes the r:ame
more seriously?
The viter does believe the salary does have a good deal
to do with the greater nur'ber of contributions nade by the
college coach. In the first place, the incentive of a
higher pay should give gusto to the business of vrirniing.
Secondly, a higher salary should insure the colle['ian
against the necessity of seeking "extra-coaching" financial
support. As to intelligence of the two pigskin instructors,
the writer is of the opinion that the mental scores do not
differ too greatly and. that there is little evidence to support the thesis that the higher-salaried coach is brighter.
Speaking of the inventive slant, the viriter believes the
collegian has
ideas hut he does have superior
facilities such as; a research staff and equipLlent to test
his "brain waves". The viter does not think the high school
coach takes his game any the less seriously or loves to win
any the less or grieves over a loss any the less.
This researcher be.ieves the contributing cause for the
lack of football contributions is not intelligence, not salary, not the love of vïinnin, but the love of status auo and
lack of pioneering spirit. Allevi the writer to cite an experience which illustrates the at- bitude taken by many high
school coaches.
In a discussion with, let us say Coach A, who at the
time was not expected to be a rival of the following season,
a new play was brought up. Coach A was very enthusiastic as
the maneuver ïas diagramed before him. Compliments of the
find began to flow until he asked,"1Then did Minnesota pull
this play?"
no monopoly on
11].
"Iinnesota
I?Thjs
out.
d.icin't
use this play," the vrrfter pointed
play has never been tried before.
Coach A's enthusiasm for the new offensive maneuver
faded. lite a snowball on the Sahara Desert.
He pointed out
a hundred reasons why he thought the play would fail.
To
counter this neíative arßument the writer could have riven
a hundred and one reasons why the play should be successful,
but he was satisfied with letting "sleeping dogs lie."
Nothing was mentioned about the plan of offense until
after the conclusion of the game between Coach A's team and
that of the writer's.
It was the 4th quarter,
3
minutes to
go,
the writer's team on Coach A's 33 yard line, 4th down
and
9
yards to go for a first down, with score tied 14-14
when the quarterback called the play of the day, the play
mentioned above.
This supposedly untested play, was good
for 67 yards and the winning touchdown.
of this play is
A full description
iven in chapter three.
The writer is of the view that even after the demon-
stration of the success of the play that Coach A was not
convinced of its workability.
Coach A expressed, with no
aim of "sour grapes", that the play's success was a result
of luck rather than football
stratey.
Had this play its
origin on the campus of a large university, Coach A would
have, without doubt, been aware of its football beauty in
every respect.
The writer is at a loss when it cones to
iv
the method best suited to jar such coaches as A, loose from
their biasted respect for the tried and tested methods.
iodern football trends for;
high scoring,
(1)
speed and deception rather than power,
ing,
(4)
(2) pass-
the off-
ense strategy rather than defensive, (5) more safety, and
(6)
more color.
In spite of the war, more scoring records
were set in the past five :rears than viere in two decades
prior.
A (lance at the various
Hoyt
Year's Day Bowl scores
will reveal that the days of the scoreless ties are over.
In fact these scores resemble a basketball tally more than
they do the former points
macle by
each team.
from the professional and six-man versions
high school rules coruaittees are oDening
o±
tile
Taking the cue
football the
possibilities
for the thrilling, high-scoring contests.
The writer is convinced that the greatest contribution
to the strea;iined
gar:e
was that made by Clark Shaughnessy
and his LIodel T formation which amazed
tlae
f ootb.11
world in
Coaching a team which had lost every conference game
1940.
in 1939, Shaughnessy
,rith
the T formation not only won the
Pacific Coast title undefeated, but also the coveted RoseBovrl
crown which climaxed his season.
At the sane time that Stanford was enjoying the "Cinde-
rellat?
success, the Chicago Bear professional team were doing
likewise in their league under Coach George Halas.
The
Chi-
cago Bears trimmed the Vlashington Redskins 73-0 in the champ
V
ionship
r.arie.
Since then T-formation tactics have been prov-
en to promote more scoring, less "bone-crushing" blocking,
the use of steed and deception for povîer,
rand for brawn.
With added color in
and.
the less de-
form of impressive
tile
uniforms, band music, majorette marching, half-time displays,
and the more open-type of football the demand to see the
pigskin spectacle has increased ten fold.
Tickets for the
majority of big 5araes are usually sold out months in advance.
It w:s to these ends that the vîriter developed his nevï
system.
Desirous of increasing football safety, decreasing
the drudgery for the linemen, making every player a scorifl
threat, making the rame more pleasing for the spectator, and
employing deception rather than brute blocking, the writer
designed his system with these objectives in mind, and believes it even outdoes the T-formation.
Althou(h the new
for:lation has not been tested in league competition since
the main idea arrived too late last fall for use,
it has been
thoroughly tested under flame-like conditions to prove its
value.
This study will attempt to demonstrate, when compared
to the T-formation, that the nevj formation is faster in more
plays, offers more deception, fosters less fuiibles, promotes
more unity, and tends for less "official" penalties.
The wTiter believes his method of
ivarterbacking is
original, since after an exhaustive search, he has found no
literature to state that it has been used previously, and is
the key to new formation.
In addition a new system includes
vi
special stance for the backfield and ends, a new f or1nation of the backfield, and a principle of gaining an extra
"punch" at the snap.
The study also includes a set of plays which are adapted to the junior and senior high schools and presents a few
additional plays on the deception order which has been tested to be satisfactory. It is hoped that this study will resuit in the proiotion of the modern trends, and that more
coaches on the high school level will be encouraged to pioneer with their pet ideas.
Special thanks must be given to Charles Sarler, Psychologist for the Longview School System., for his psychological
suggestion which is incorporated in tiis new football system.
Thanks also need to be granted to Li. Vance Whitesides, VicePrincipal of Kessler Junior High School, for his tie iven
for taking pictures and valuable discussIon.
a.
JPT
ONE
INTRODUCTION
This is a study of an offensive football system in a
narrow sense of the term since it includes only four factors
of the riany which nake up an offensive sîstera. It cannot be
called the study of a football fornation since a football
formation includes only the alignment of the players before
the ball is put in play by the snap. The four factors
which make up the research of this paper are: (1) a new
method of centering, (2) a ne'.' formation, (5) a new stance
for the backfield and ends, and (4) a new method of obtaining extra "punch" for the initial charge after the snap.
Playing Terms and Definitions
night he \vell before proceeding with the paper to
become acquainted a few playing torras and definitions which
will be used frequently throughout the study. An understanding of the lan;uae of football should be most helpful for
the lay reader, esecially, and should prevent argument in
the case of the technical reader. Some of the terms and
words are quite new since they have been "coined" with
recent football developments.
I-t;
2
Jiocking. "Blocking is the legal obstruction of an
oDponent with that part
ol'
the body above the knees.
Then a
blocker uses his hands or arm in contact with an opponent
such hand must be in contact with his body."
Psychological 'olocking as used in this study .ill refer
to the "freezing" of the defense as a whole or any member of
the defense long enough so that he is temporarily removed
from tackling the man with the ball.2
Center, and Centering.
On offense the man who snaps
tho ball ic the center or snapper.3 His position is on the
line which may or may not be the middlemost man depending
ir the line used is balanced or unbalanced.
On defense the
center either backs up the first line of defense or plays
the center spot on the front line.4
ind.
End refers to position and the man who occupies
the position at the end of the defensive and offensive lines.
Offensive ends are eligible to receive a forward pass.
A.
S.
i-Official hational Federation Football Rules,
ñes and Company, 1945),p. 13.
2E
(New York:
liorrell, ttRose Bovil Game Technical Report"
Scholastic_Coach, X (February 1941), p. 9.
,
3Rules,
22
.2:ia,
P
9.
4See figure 1 for positions.
3
Figure
1
(I)
(2)
H
x
Defensive Formation
Cx
(2)
(3)
(A)
EX
TX
Diaiaoncl-T
FX
G)ç
G)<
TX
Offensive Formation
e
End-around
End-Around.
HX
is
(B)
a name of
where one of the ends receives the
ball
football play
from one of the
other backfield men and runs to the opposite side from
1.rhere the ball came from. (Reverse). An end-around play
of this nature is described in the third chapter.5
End-Sweep. This is a name of a play where the runner
takes the ball around the end of the line be.ind a mass of
interference.
is iii possession, they
are the offense and, at such time, the opponent is the defense."6
Defense, Offense.
5lntra, p.
55
.
t?7fllen
a teari
Ru1es, OD._Cit., p. 9.
4
defensive forriation
(6 : 2:: 2 : 1). The various oositions are labelled as fol-.
lows; () quarterback or safety man, (H) halfback, (C) conter, (F) fullback, (E) end, (T) tackle, and (G) guard. "B"
In figuTe 1,
"A" I'eDTesents a
is an offensive formation labelled si.ilarily with their
specific positions designated by "L" and "R" which represents left and right.
Fakinß. Faking refers to any act by a player to deceive an opponent. Included in faking are: the use of hocuspocus" ball handling, the use of spinner plays, the use of
reverse plays, the use of the poker face, feinting blocks,
tackles, runs, passes, and other maneuvers which might throw
the opponent off balance.
Formation. The formation represents the pattern by
which a tean lines up on the field before the snap. Figure
1, "A" illustrates a defensive formation, and "B" illustrates the diarond-T offensive formation. Formation is often
used as a synonym for system as in the case of tue T format ion.
Forward. Pass. A legal forward pass is one from scririmage, and by a passer who is behind his line when the ball
leaves his hands. Any number of such passes may '0e thrown.7
7Rules, 2:a
. 48
Freezi.
Freezing refers to the temporary state of
ii:obility of a defenserian just subseauent to the snap of
the ball when he is trying to determine the direction of the
Dlay. When the defenserian is in this state he is said to be
flpsrc1o1ogjoallyt? blocked 8
is any act, other than a pass or legal kick which results in loss of player possession. The
Fumble.
fumble
A
term fumble always implies possession.9
Guard. A guard is a lineman who plays, as a rule, next
to the center on offense, and near the middle of the line on
defense. His duties on offense are to protect the center
and on some plays he must
pull out of the line
and run inter-
ference for the ball carrier.-0
Hocus-iocus. In tiLls study "hocuspocus" refers to the
deceptive manner by which the quarterback and other ball hand1ers handle the ball. The faking of the ball vrith one hand
to one player and giving it to another is a "hocuspocus" act.
Interference. Blocking interference is the obstruction
given by members of the offensive tea so that the defense can
not tackle the ball carrier.
8Edward. R.
X1V
(June 1945),
9Ruies,
10See
Boell, "Tips for Coaches", Scholastic Coach,
.
figure
.
9.
cit.,
1
p. 12.
for positions.
A lateral pass is one vthich does not go for-
Lateral.
ward.
It nay be received or intercepted by any menber of
the offensive or defensive team.
Line buck.
This is the nane of a play)--
i.an-in-Motion.
The man-in-notion refers to the motion
of a player immediately prior and durin
be going clearly
Offside.
bac1ard when
the snap.
He must
the center passes the ball.12
"A player is offside when:
(a)
at the snap,
any part of his parson (other than a snaDper's head or
forearms) is in advance of his line, or
kick, any part of his Derson
for a placekick)
fewer than
Play.
(
(b)
at the free-
other than that of
tile
holder
is in advance of his free-kick line, or if
B players are within 5 yards of their line."13
5
An offensive football play is a team maneuver
where each ìlay has an assigned duty.
Chapter three deals
with football plays for the diamond-T formation.
Q.uarterback.
Quarterback refers to the man and his po-
sitian which is near the center on offense and is usually
the safety position on defense.
Quarterback fa1e.
This is a play.'4
Quarterback sneak. This is
Razzié Dazzle.
Play.15
a.
Razzel dazzel refers to that type of
football offensive which is characterized by open field run,
3-a-Infra,
p.
-3Ibid, p.
45
11.
Iules,
3-4lnfra,
p.
P. 42
6
-5Infra, p. 50
1
spread formations, spinner plays,
laterals,
and delayed
action plays.
reverse play is a play which starts out in
one direction and finishes up in the oDposite direction.
The end-around play described in chater three is a reverse
play. 16
"A scrimmage is action which results in a
snap, and during which no player may be across his scrimmage
line, until the snapper moves the ball. Any action during
the period which starts with the snap and which ends when
the down ends, or when B secures possession foll7ing a snap,
is fron scrimmafe. Action during a free-kick down or action
after change of team possession following a snap is not from
Reverse.
A
Scra.
scrimmace."3-7
shift is the action of two or more Dlarers of
A, who simultaneously change their positions after a huddle
or who, after having assumed a set position, siaultaneously
change their positions before the snap."18
Shift.
"A
Signals. Signals in football are groups of numbers
which are shouted by the quarterback to determine when the
ball is snapped and in some systems it determines the play
to be used. A signal drill is a drill on plays so as to terfect timing on the plays.
-6Infra,
-o. 55
17Rules,
!2i:Ja,
p.9
-8Ibid, p.16
Snap.
"A snap is a backvrard pass which puts the ball in
The player who attempts the snap is the snapper."-9
play.
A spinner
Spinner.
is a faking act where the potential
ball carrier may pivot all or part of the way around before
going in any one direction.
Spread formation.
A spread formation is an offensive
alignment of players where one or more players move out more
than the customary distance used by their offense.
Stance.
Stance refers to the position taken by the
football player prior to the snap.
crouched, crouched,
or
It may be standing,
semi-
with one or more hands resting on the
ground.
System.
A football system is the all-inclusive policies,
formations, and style of íootball used by a coach or school.
It should not bo synonomous with forma tion as formation is
part of a system.
Tackle.
A tackle
is a lineman in football who has prac-
tically the same duties of a guard.2°
Tackle slant.
This is a football play.21
Telegraphing.
In football, telegraphing refers to the
acts of the offense that give cues as to the direction of
the play or the intended play.
A passer licking his hands,
players looking in the direction of the play, blockers pick-
3-9Ibid,
p.
21lnfra,p.
9.
49
20See figure 1 for. position.
ing out their oDponents, and a kicker nervously raoving his
feet are acts of telegraphing.
Brief Historj of Football
Since the
viter wishes
to further the trends most bene-
make
ficial for football a brief history of the sport
'.ïould
for better understanding of the desired trends.
In a paper
of this nature only the historical high-lights of the game
can be given.
Prior to 1906.
Up until 1906, American football was a
padless, violently rough, passless gane,
characteried by
low scores, mid-field pile-ups, and numerous injuries.
'J.
John
Heisnan, a player and coach of the early era gives an ex-
cellent description of football prior to 1906.
Heisma.n wrote:
The time of the playing halves of a gane in those
Furthernore,
days was 45 ninutes, not 30 minutes, as now.
the game was not divided into ouarters as now, so there is
today a rest period we never had in the old days. Players
of lay tine had to be real iron men because vie played two
«ames each week--.7ednesdays and Saturdays.
Once a game started, a player could not leave unless
he actually was hurt, or, at least, pleaded injury. Accordingly, whenever the captain wanted to put a fresh
player into action he whispered, "Get your arm hurt, or
something."
In one game my captain whispered to me: "Get
your neck broke, Heisman."
We wore jerseys and shorts of great variety. Ue had
no helmets or pads of any kind; in fact, one who wore
home-made pads was regarded as a sissy. Hair was the
only head protection vze knew, and in preparation for football we would let it grow from the first of June.
Many college raen of that day, especially divinity and
Often
medical students, permitted their beards to grow.
they were referred to as "Gorillas". The divinity student
'o
in tue riht way.
Vie didn't have many svieaters in those days, but we
aU. wore snug fitting canvas jackets over our jerseys.
You see, the taci:ling in that ay wasn't cleancut and
aroui the legs as it is today. All too often it was
wild, laDhazard clutching wïth the hands, and when runners wore loose garments they were often stopped by a defensive player grabbing a handful of loose clothing.
So:ue players wore pants or jackets of black horsehair.
\Then you made a funbling crab, you lost your fingernails.
Fifty years a.(;o argiments followed most every decision the referee made. The whole team took part, so that
half the tine the officials scarcely knew who was captain. Llore than that, ever,r player was privileged to argue as much as he pleased with any and every player of
the opposition. The player who was a good linguist alcould. not ans\'Ier
ways was a
We
back--I
mean,
rriceless asset.
practiced every afternoon as players
do now,
but
had no forvíard pass in the gaine then, we put in
large chimks of tiL'ie on sDrinting and getting down field
under punts. As a result of this I have no hesitation in
saying our unting 0±' those bygone years was decidedly
better than what we witness today.
as
vie
Falling on the ball also was deemed a very inortant essential of a player's education. Je had little
concentrated work on practical tackling, nor instruction
in its technique. That was something we viere supposed
to figure out for ourselves, and it was much the same
when it came to interference. But with or without special instruction vie viere past masters at tackling around
tue neck. There was a rule against it but that rule was,
I arn sure, broken oftener than any other in the book.
Line charging? Very little scientific thought had
been put on that department of play before the dawn of
the present century. Nearly all linesmen, as a rule,
lined up squarely against those who played the sane posifions on the opposing team. They didn't crouch or squat
or play low-no, they iostly stood bolt upright and fought
it out with each other haner and tongs, tooth and nail,
fist and feet. Fact is, you didn't stand much chance of
making the line those clays unless you were a good wrestler and fair boxer.22
9rank
G. Menke,
Barnes and Conpany,
ncycloDedia of ports, (New York:
lT),
cited byofHeisman, p.
A. S.
293.
:ii
The major contributions to football welfare made prior
to 1906 were:
players,
(2)
(1)
standardizing
the field and number of
of
establishing of the neutral zone,
of the dangerous flying
national basis.
vede, and
(4)
(3)
outlawinr.
putting foot'oall on a
Belonging to the tail end of this era was
the famed "1ichigan Tuggernaut".
Under Fielding H. "Hurry-
Up" Yost, the famed defensive system probably paid its largest dividends.
v:on 55
In five years,
games, tied 1
;cxe,
1901 through 1905, I.:ichian
and lost 1 gane.
2821 points to tneir opponent's 40,
The Year of Crisis.
They scored
over the same period.
23
With an ultimatum issued by Pres-
ident Theodore Roosevelt in 1905 to ban football if immedlate rule changes did not cut
din
might be called the year of crisis.
on the rough play,
1906
Besides the work of a
hard working rules committee many other factors contributed
to the life saving of football.
Glen "Pop" Warner intro-
duced his single-wing forniation, "Doc" Williams of Minnesota,
created the iinnesota system, and the forvard pass was made
legal.
Bernie
forward ?ass.
Bierman speaks of the introduction of the
Bierman virote:
Somehow, I always think of the forward pass as belonging to iinnesota.
Back in those dim and dark days of
1906 rhen the future of football looked anything but
roseate, Dr. H. L. Williams, my college coach, who distinguished himself as vieil as the great American college
game by his brilliant tutoring of more than a score of
Minnesota teams, was one of the men who conceived the f orward pass as the instrument to open up and save the game.
23Ibid,
p.
296-7.
12
Thereafter, Dr. i11ians.had some great forwardpassing coiabinations on ills tearis, the greatest beine
the Pug iJyrnan to Bert Baston combination, which served
as one or the integral parts of the outstanding 1916
Ilinnesota outfit. Baston, now a successful automobile
dealer, continues his love of football, taking tine off
each fall to serve as ny end coach.
I can still see Doc as he worked with his passers
on the finesse of throwing the ball. To iipress them
with the importance of holding the ball and letting it
fly in the proper :anner, he invariably recalled the
game in Minneapolis in 1907 between Minnesota and. the
Carlisle Indians. The Indians then, as they were until
the team passed into history a few years later, were under tile tutelage of that other coaching genius, Pop
Warner.
With appropriate gestures, Doc would explain how
tie big Indians in the backfield, who, by the way,
eculiar1y got bigger with each passing year, took the
ball from center and bac].ed up to pass. While traveling
to the rear, he concentrated his attention on nothing
but getting a firm grip on the ball. Doc knew because
the play took place near the side 1ine close to where
he was standing. This was still in the era when coaches
could roai the side lines at will to keep on top of the
play.
"VIith the ball firimly held," Doc would go on, "the
big Indian stopped sudden1 and pic1ed up his receiv9r
down the field. He then stretched his free arm full
length in the direction of the receiver, sighting him
over the tips of his fir,ers. Only then did he let the
ball go--and it went true to aira. That's the point.
You n.ust rivet your aves on the spot where you intend
one of
tIte ball should go."2
Recovery and Growth of Football.. Having survived the
crisis
into
of 1906, football recuperated slowly, and
a very
healthy
iiorioan recreation.
later
The Warner
grew
sLigle-
fornation was adopted by many schools, the Liinnesota
system grew effective, and the forward pass revolutionized
wing
24
B. .. "Bernie" Biernan, Winning Football, (New York:
McGraw-F11l Book Company, 1937), pp. 62-3.
13
the game.
The Warner double wing rornation follovïed and
schools be.an to expeTiinent vïith the shift.
developed and later the huddle.
every section of the country.
Signal systems
'fonder teams
sprang up in
Under Knute Rockne,football
was highly advertised for the first time and Notre Dame realized high financial rains as a result.
Rockne's teams were
colorful, vieil versed in fundamentals, and highly spirited.
From 1933 to 1957, under Bierman, the University of
Minnesota acouired a string of wins which were rivaled only
by the famous
Lichian team
period I'uinnesota lost
of the early 1900.
on1,r one game,
claimed four national
titles, and had a victorr string of 21 games.
ed teams viere noted for
(1)
During this
Bierman coach-
the "possession" name,
development of the lateral pass,
(3)
(2)
the
weil trained fundamen-
tais, like blocking and tackling, and (4)
offensive power.
Up until the success of the T formation the Minnesota system
was being adopted by many schoo1s.2
It was the T-formation that revolutionized football
after 1940.
cDert
corijnent is
given by E.
C.
Rorrell, former
coach of the University of California at Los Angeles.
Horrell
-.vrites:
For the benefit of those who have not seen the T
formation in action, you may describe it as a forniation
In which every :1.an plays in the position the score card
25Lon Stiner, General Football Notes,
State College, l93)
(Corvallis; Ore'on
3-4
assigns him.
In short the line is balanced, the quarterback is behind center and the other three backs are in
line behind hini.
This backfield a1ign.ent forms the
letter TYT??, thus the name.
The auarterback stands directly behind the center
his hands between the center's legs and his chest
over the pivot's hips. Tìe passage of the ball between
the center and the quarterback is an autarìiatic and blind
exchange.
The quarter taì:es tle ball directly from the
center's hands as the latter passes it up into his crotch.
:.rith
The other backs are as indicated in Fig. i with the
fullback five yards directly back of center and the haives four and a half yards directly back of the holes bet:ïeen the onds and tacl:les.
The plays ]flir be executed directl:.r of the T or \iith
any one of the three deep backs in r-iotion. The backs may
move in either direction. Thile the full makes the most
of thi3 option, dividing his tiae equally between dashes
to the left and to the right, the halves usually cross
to the oposite side.
The ends also add to te eneny's confusion occasionally by fanning out to the side.
Only one noves out on
any play, however.
Thus, there may be a seven count or
more as the boys maneuver into position. As he comes to
a stop, a second man darts out.
The team ay start while
the second man is still in moon, or they may wait until
he drops into a set position.°
1-lorrell
then tells of some of the fine points of the T
that made it so successful in initial try in 1940.
horrel].
states:
The attack has the advantage of precise timinF. The
ball-carrier reaches the hole just as his team-mates are
clariping on their blocks, and before the defense has been
able to attain full momentum. Through a carefully-tiLled
man-in-motion, Stanford gets a single wing, a flanker and
other forrìations without the one-second pause that is
necessary in shifting.
23llorrell,
9J2.
2ia
p.
8-9.
15
There is a constant threat of a play into the line,
forcing the linebackers to hold their posts until they
If the lineare sure the faker does not have the ball.
late to
are
too
they
that
delayed
long,
are
backers
The T also
effectively.
territories
vital
cover other
angles
blocking
superior
oroviding
of
has the advantage
in lodefense
delay
of
the
due
to the
on the secondary,
the
play.
ball
and
fathoming
cating the
defensive mon are caught out of position and
find difficulty in recovering. Often the play does not
follow the man in notion; yet the defense cannot afford
to ignore him. Each tiae a flanker goes out a def enIt is much easier to decoy
sive man must go with him.
If
a man out of the play than it is to knock him down.
the defense is not decoyed, the flankers become receivers
of forward and lateral passes.
Liost
A change in the timing of the snap signal from the
man-in-motion to the set forr;ation is sure to catch some
Another factor contribof the opponents on their heels.
uting to Stanford's success is that they use a greater
ams.
It is remarkable how
variety of olays than most
vieh
they are all executed.
'
27I'oid,
p.
9.
CIA.PTER
TEE STIIDY
To rive a background for the new formation the tracing
of the development of other formations is almost a necess-
ity.
It is necessary for comparison,
for evolutionary pur-
podes, and for the matter of giving credìt vtherevcr credit
is due.
Warner 3ingle-ing
Probably the first organized football formation was
the Warner single-wing formation.
.Ls
?reviously pointed out
it was this formation, as part of the Warner System, that
helped save football in 1906.
Diagramed in
fir'rure
2,
the
single-wing formation gives tue relative positions of the
linemen and backfield which are labelled accordingly.
Note
the unbalanced line and the wing-back vho plays wider than
his end on the left side.
So as to compare various posi-
tions of the ends and backfield, distances between players
are given.
cross in the center of one of the circles in-
dicates the center.
For a description of the single-wing,
word from tue originator would be very apropriate at this
time.
J-?
OFFENSIVE FOOTBALL FOBMATIONS
Warner Single-Wing Formation
e
Figure
2
Minnesota Formati on
'Th
"
Figure 3
Notre
1
Daine
Formation
®'ÇGX3
Figure 4
«-e
4'
18
So I am going to recorriend that you boys use the
single-wing-back formation. I originated this formation back in 1906, and it has core to 'be used by more
than half of the college teams in the country.
It is a
powerful formation, having great strength in position
to be poured through the line or around the ends, and
yet it is flexible. You can pass easily, and there is
plent:r of chance for deception with reverses, fake reverses, and spinners.
All of the plays which are diagran']med and explained
in this book, except the punt, are run from this formation. They are proven plays, used by many of the topnotch college and professional teens every season. They
gain ground, because--if every man can do his part against the defensive team--there is hardly one of them
left on his feet and able to stop the ball carrier.
These Dlays are sketched in perspective as they
would be run off against the usual 6-2-2-1 defense.
They are also shown in formal diagrams as they should be
thrown against a seven-man line, a defensive formation
which is sometiFies employed. These diagrams will tell
you all about the single-wing-back, so I will let it go
at thai, and go on to describe other offensive f ornat ions.
Mixmesota Formation
Figure 3 illustrates the formation introduced by "Doc"
coach of the University of Linnesota in the early
VJillians,
1900's.
This alignment is actually an adaptation of the
single-wing
and.
is very effective for running plays,
al plays and passing.
indicated.
later-
The vring-back may flank wider than
Note the flanking ends unbalanced here and pass-
ibilities for devastating blocking.
Minnesota employs a
shift which nay unbalance the povJer to left or right.
lenn S. "Pop" Warner, Pop Warner?s Book for Boys,
NewYork: Robert II. McBride and Company, 1942), pp. 2'79-80.
19
Notre Dame_Formation
is the Notre
balanced line, flank-
Another adaptation of the singlewing
formation (figure 4) which has a
ing ends, and box arrangement of the backfield. Like the
Minnesota System, the Notre Dame system employs a shift
which may go to either side from the original T position.
Note the "box" alignment of the backfield and the flanking
of ends. Under Knute Rockne this formation was a contribDame
uting factor to success which Notre Dame enjoyed. For the
past three seasons Notre Darne has forsaken the ubot formation for the T, and found the modern formation more adaptable to the changing
Warner Double-Vlingback Formation
Another effective formation which was invented by Vlarner is the double wingback formation. The alignment (figure 5)
is excellent for deceptive plays like reverses and spinning,
but is lacking inooncentrated blocking maneuvers.3 This f ormation is rather corp1icated for inexperienced players. Note
the unbalanced line and Dositions of the two vdng-backs.
tin
2Frank Vi. Leahy, -fornation, (New York: Official Bulleof Keds, Sports Department, U. S. Rubber Co. 1944), pp.3-5.
3Vlarner,
.2
cit.,
pp. 281-2.
20
Warner Double-Wing Formation
4
0
0
fiure
5
Short Punt Formation
Ø®Ø
®'
()
Ø
Figure 6
Standard Punt Formation
ø-/
®®-#ò- 0
o
e
Figure
7
21
Short Punt Formation
The schools which use this formation (figure
ô)
are
not too few, and many have enjoyed success with its advan-
taes.
It is excellent for passing,
course, surprise kicking.4
lateral pla:rs, and, of
Note the balanced alignment of
line and protection offered by the backfield.
With a triple
threat player in the fullback position, this style has been
demonstrated to be quite dangerous to the defense.
Standard Punt Formation
Fic;ure
'7
illustrates the standard punt formation which
is used by the majority of teams when a ?unt is in the nak-
The distance of the kicker from the center vrill depend
ing.
upon the kicker and the centering.
A good center, a fast
kicker, and a strong line could afford to have the kicker as
low as
6
yards back.
Iviany
their regular alignment.
schools use this formation for
It affords passing and kicking pro-
toction and deception, but is weak in short line bucks and
concentrated blocking.5
T-Formation
Figure 8 shows the positions of the players in the T-
4lbid, p. 282.
A.
51i11ian L. Hughes, The Book of Llajor
S. Barnes and Company, 1938), p. 104
Sports,
(New York:
22
The
T-Formation
®
-I
Ì
®
Figure
The Diarnond-T
8
Formation
(
r7
alignment. ilote the balanced line, the balanced backfield,
the flanking ends, and. the position of the quarterback.
Lluch has been said about the T-formation in this study, but
a quotation below will serve to describe the alignent of
the players. Duke Thayer gives a few pointers below when he
describes Stanford's T-foriation, and compares it to the old T
format ion.
First: Stanford's "T" bears about the saine relationship to the original TTT formation as does Notre Dane?s.
In other words they both have their inception in the old
From this basic formation Stanford sends out flankers and Notre Dane goes into a box.
The Indians employ a balanced line vrith the ends
split about a yard. out. The auarterback deploys directly
behind the center and the other three backs align themselves behind him. The fullback stands about five yards
behind. hin and. the halves slightly öloser, directly back
of the holes between the ends and tackles.
The auarterback keeps his hands between the center's
legs and his chest over the pivot's hips. The passace of
the ball is an automatic exchange. The cuarter takes the
ball directly from the center's hands as the latter passes
ttTtt
it
up.
The plays may be executed directly off
with any one of the three backs in notion.
the "T" or
In fanning out
the halves usually cross to the opposite side.
The strength of the "T" lies in power and deception
inside the ends, and a fast-passing attack. On the debit
side are its lack of outside power and a poor set-up for
kicking. Split bucks, fakes, direct bucks, and sneai:s
characterize its use.
The "T" was originally used against the 7-l-2-1 defonse, but lost favor with many coaches when the 3-2-2-1
was invented, as the extra defensive backer-up placed too
great a burden on the offense. There are, however, many
schools still using the old "T".
The only old "T" play that Stanford used during the
2'.
past season was the quarterback sneak. Albert, playing
up under the center's tail, took the pass from center
and, drove straight ahead behind a tight, hard-charging
line.
This play was used once or twice in every game
when a short gain was needed for a first down.
It also
accounted for at least one touchdown, against Oregon,
from the two-yard line.
From the original "T" formation, Stanford sends
out one or riore flankers; usually the halfbacks, infrequently the ends. The fullback remains in position as
a constant bucking threat and for protection when the
ouarterbacic drops back to nass.
The flankers are used
princiDally as decoys to spread the defense.
If the defense is not decoyed, the flankers are thrown flat passes behind the scrimmage line, or very deep passes.
Just
why no Stanford flat passes were intercepted during the
past season is open to discussion. Coach Shaughnessy
believes that Stanford was merely lucky in throwing over
100 flat passes and escaping unscathed.
Second: In Krietovic, Gallerneau, Armstrong, Cole
and Standlee, the Indians possessed five of the fastest
backs on the Coast. Albert, while perhaps not so fast
as the other five, could still cover plenty of ground
when necessary. The Stanford attack of 1940 required,
and bad, plenty of sDeed.
It is this observer's belief
that had Stanford not possessed superior backfield speed
in every gane, the story of the season might have had a
different ending. In Ketovic and Gallerneau, especially 1netovic, Stanford had pass receivers who could consistently outrun and get behind the defense.
This,
coupled with Albert's ac'urate passes, accounted for
many long gains and a number of touchdowns.
The Stanford attack through the line was streamlihed, to say the least, again due to speed.
It was a
common sight to see Standlee, weighing 210, going from
f ive to fifteen yards before the defense knew what had
struck them, or Knietovic bursting through the line for a
long run, with no more aid, than a momentary hole in the
line.
One of the sports writers hit the nail on the head,
when he said that the Stanford backs moved behind "psy-
chological" blocking.
San Francisco was amazed when Al-
bert, after faking to the backs going right, slid through
the left side of the line "naked" to score
6Duke Thayer, Is it "T" Time in the High Schools, Scholastic Coach, (J'une 1941), p.9.
25
Diamond-T Foriiat ion
The dianond-T forrn..ation as
illustrated in Figure
gives
the relative positions of tue players. Note: (1) the rosemblance to tue Liod.ern T forniation, (2) the balanced line,
(3) the balanced backfield, (4) the diariond alignment of
the backfield, (5) the position of the quarterback, (6)
the flanking ends and ('7) the slight flanking of the tackles. The arrow ifi the cirle indicates the alignment of the
players and the direction where they face. Owing to a new
iiiethod of centering, and a new stance, the diarnond-T has
been demonstrated to have a faster "getaway", therefore
the backfield is closer to the line.
9
Other 'ornat ions
for:ations described
the basic formatiens, from which iny "blends" and other variations have
been derived. There is the single-wing T-formation, A-forraation, and nneless combinations of football alignment.
The trend now seeras to 'oc for a T formation backfield with a
spreading or flanking line. When one considers the possible
combinations allowed by the rules, it's a iall wonder there
are so few offensive formations.
The
A New
One
of the key
above are
Method of Centering
principles of the diariond-T system is its
26
method of centering.
Centering, as used in this study, not
only implies the passing of the ball by the snapper, but
also the receiving of the ball by the quarterback.
the T-forniation,
As in
exchanging the ball from the center's hands
to the hands of the snap receiver, is automatic.
How the Idea Originated.
Having had to play against
the highly deceptive T for the past five seasons, the writer,
like many other coaches, had pondered over ways and means to
counter the "black magic" of this hocus-pocus offense.
ally,
Fin-
he concluded it would be best to nip it in the bud so
he concentrated on the centering.
Tactics evolvinr from
this defensive measure varied according to the defense used.
Vîlien
using a 7:1:2:1 defense, the defensive center
vïoul
take a position directly in front of his offensive opponent
with his right toe aLost touching the ball, and at the snap
he would pull,
shove or tackle the pivot man in attempting
to make the centering fail.
V!hen a
6:2:2:1 defense was ever
played the guards assumed the duty of the defensive center
and were quite effective by their teaLniork.
By a varied attack this measure became quite fruitful
as the centering either resulted in many fumbles or was ma-
terially slowed down, thus disrupting the timing of the
ponents plays.
op-
That is, it proved fruitful until rival
schools used it as a "boomerang" against the writer's team.
A safe method of centering offered auite a
roblem.
Yet
such was necessary to cuLninate the success of this defen-
2?
sive measure against T-formation centering.
Various methods of centering
such as;
(1)
the center,
the right,
reversed.
'Iere
put to experimènt
have the snap receiver move back somewhat ftori
(2)
(4)
having him to the left,
having
him.
(3)
having
stand sideways, and
hini
to
having him
(5)
After subjecting the methods of centering to a
defensive bibardnent the reversed
st,r1e
seered most effect-
Since the legality of the reversed center prevented
ive.
Syracuse University from using this style of center stance,
the writer sought legal advice in his new find.
after check-
ing the rule book exhaustively and consulting officials, he
was unable to find any "loop-holes" that would bar
tiljS f:orm
of snap receiving.
It was felt that this idea was not original and that in-
formation could he found that might be helpful.
An exhaus-
five search of books and periodicals revealed no light, al-
though Coach Buck Harmer of Longview, thought Pacific University had done some experimentation vrith the reversed cuarterbacking.
A follow-up trip to Porest Grove, the home of Pa-
cific University, revealed no information on the subject.
When this
Epler,
:ethod of centering was explained to Dr.
Stephen
inventor of six-man football, he stated.
"I have never heard of that before.
It seems like a
good idea and I see no reason why it shouldn't work.
It
should be faster than the regular T-formation ouarterbacking
since the nuarter doesn't have to turn around."
The Reversed Quarterback.
Making this method of cen-
tering more perfect involved much experimentation.
to be tested for;
(1)
the best combination of center and
quarterback as to size,
sitions, and
()
It had
(2)
the best
the best stance for the
tvîo
po-
aethod exchan;ing the ball from
center-to-quarter-to-ball carrier at the optimum speed and
iiniiuum f umb le s.
To find the best combination for centering, as to size
the wTiter selected six experienced boys
handling the ball.
vrho
were deft at
Three were centers of small, medium,
and large size, and three were quarterbacks of
eraall,
medi-
um, and large size, which resulted in the following two-
sorae;
(1)
laTge center and large quarter,
and mediun ouarter,
(3)
(2)
medium center
small center and small quarter,
(4)
small center and large quarter, and (5) large center and
small quarter.
After the boys had become adjusted to each other from
practicing this method of centerin
the "rugged" test.
they wei'e put through
This test consisted of centering the
ball which was, in turn, relayed to a ball carrier who crossed the line of scriiage.
The center was protected by two
offensive guards while two defensive guards did their utmost
to make the snapper and snap receiver fumble.
All
5
com'ei-
nations above were tested as well as the T-formation and were
riven 100 trials each.
Recordings were made for the fumbles
29
The Center Stance
Fiure
z-
\
'-
4'
k--
Note the relaxed
spread of the 1es and
the holding of the ball
at the foremost point.
The head is up and
set at distance of about
ten :iards dovm the field,
and the left hand rests
comfortably over the left
knee.
'.N,
;i
r
-i'1
10
\
(
j
The Track Stance
Note the low comfortable yet powerfull
appearing stance this boy is using. This
stance is similar to that used by track men
and is employed in the diamond-T form.tion
by the fullback, halfbacks, and ends as illFrom this position the boy
ustrated below.
snapped.
can easily see the ball bein
'4
The Backfield Fonv.ation
Figure 11
This is the formation
used by the diaaond-T where
the backfield forms a diaNote the wide flankmond.
ing end who also uses the
track stance and faces at an
angle of 45' with the horizontal.
The quarterback in
this illustration was quite
small and cannot be seen in
his position owin to the
shield made by the guard and
tackle.
Figure 12
30
and the average time (measured in tenths of seconds from
the snap until the ball carrier crossed the line of scrinmage) while observations viere noted for deception,
s.00thnoss
of relaying the ball and confort of stance.
ResuitsofOentering Trials
Centering
Style
Averaçe
Time
ITunber of
Funbles
Large center
Medium center
all center
Small center
large quarter ...... il
medium quarter......12
sraall quarter ......L1
large quarter ...... 10
Large center
small quarter ...... 7
T-formation centering
.19
.
.84
.80
.83
.79
.78
.
1.10
.....
.........
....... ..
.
..... ....
........
.......
.
In case of fumbles the timing was not regarded and only
the number of successful tries was used in the calculation
of the mean average.
As expected the results favored the
large center and s:a1l quarterback since this cubination
offered more deception,
(Large center shielded the snail
quarter) and coufort of stance (Small
the large boy with ease
and.
could
ivarter slipped under
place his hands
'.rithin
in-
ches of tue ball), but the difference in the number of fumbles and timing was not appreciable.
After many trials and errors the stances for the center
and quarterback viere finally discovered to be most satisfactory.
The center stance best adapted for this new method
was found to be identical to that used by the T formation.7
7Boell,
P.
5.
31
Lare Center
Small Quarterback
Lediun-
Center and quarter
iigure 15
iiure
13
Note the ri:ht arm of the quarwhich gives support while waiting
for the snap, and the adaptation of
the large center and small quarter.
These two boys of medium
size han't fully adjusted their
stances, as the quarter should
be lower and the center should
have more balance.
The Snap
Small Quarterback Large Center
Figufe 16
Fi;ure
1
This form of c;Leri1ig, was
satisfactory also and offered a
good deal of deception.
The center has just snapped the
ball and is ready to apply a block.
As in the Formation centering merely consists of a lift which makes an
automatic exchan-e of the ball to the quarterback.
32
In this stance (fiue io) the center spreads his feet rather wide with the right Coot slightly back, then allows his
right hand to grasp the forward point of the ball while the
left
arm.
is laid loosely across the left leg with
elbo'.r near
the knee. The center keeps his head erect and lifts the
ball to the ouarterback's hands. Fru this stance the center can carry on a Cull blocking assignment.
The stance of' the ouarterback for ,enera1 deceptive
purposes was that of a squatting position with the hands extended between the legs with spread fingers to facilitate
receiving the "lift" from the center. A semi-crouched positian vías also demonstrated to be satisfactory and worked
'roll with a snail center and lare quarterback. [hile learning the new niethoci of centering both the center and ivarterback were allowed to watch the ball while it was being exchanged, but soon their confidence forbade both them from
following the ball and the exchange became automatic.
New Formation of the Backfield andEnds.
Siflce the new
method of centering was faster than the one used in the Tformation it offered a new problem as to the adjustment of
speed. It vías found after timing was perfected that backs
could be from one to two yards closer to the ball than in
the T formation owing to the fact the quarterback gained the
time it took to turn around. After much experimentation the
formation shown in f ip.12 finally evolved. Owing to a
stance which ïas sufficiently low that the ball carrier
33
Views of the Diaiìond-T Formation
(Left)
From the front and above
4
*
I
Figure 17
k
(Ri ht)
From the rear and above.
_________
Figure 18
34
could see
ed.
tile
snap of the center,
tile
backs and ends align-
themselves so that they faced the ball.
The ends could
flank somewhat vîider than in the T formation as could the
tackles.
New Stance for Backfield and Ends.
Since a low stance
for the backfield was desirable owinr to the helPfulness of
watching the ball (offside penalties) a comfortable,
visioned, quick-starting position was sought.
lovr-
Several
stances viere given trials includin, the semi-crouched, tripod, the four point, and track stance.
To test the speed
of three stances the v'iter trained the boys in three stances;
naiaely,
the semi-crouched, the tripod,
and track.
After 100 timinr,s of 10 boys usine all three methods
,
the
over-all average was taken for each stance for the distance
of 10 yards.
The average for the semi-crouched was 2.05,
the tripod was 2.00, and the track was 1.90.
In other
words the track stance was a full one-tenth of a second faster than the tripod stance in a ten yard sprint,
seconds faster than the semi-crouched stance.
and .15
In the track
stance the player rests his weinht evenly on the fingers and
fore foot, and gains his initial start from an abrupt shove
of the hind foot.
The fullback, halfbacks, and ends use this stance.
The
backs align themselves directly with the ball while the ends
face in the direction of the diagram (figure 9) which is a
35
High Flock, One-on-one Method
Figure 19
Shovel Pass from Quarter to End
Figure 20
36
45'
degree
1.1ith
a horizontal line running across
the field.
Speed of Play Comparison of the T and Diamond-T.
The
writer was anxious to compare the Diarnond-T formation to the
T-forriation as to the speed of Dlays,
since it was felt that
the new method of centering and new backfield stance made for
more speed.
Ten plays were selected which could be adapted
to both systems and were ti:ied from the snap until the monent
the ball carrIer crossed the line of scriiage in running
plays and until the ball was caught in pass plays.
Ten trials
were rivon for each play in the two systems and the average of
the trials were taken.
Speed Comparison
Play
T-Formation
Linc Buck.
.
.
.
.....
Quarterback Fake
.........
Spot Pass
Tackle Slant .......
Quarterback Sneal...
End Svreep ........ ..
End Lateral ........ .
CrossBuck ........ ..
iedge ........... ...
Long Gainer Pass
.
Average .............
Dia11ond-T Formation
1 3
1 O
2.8
2.0
...........
..........
1.7
0.9
2.9
.............
2.4
2.1
1.4
1.0
2.4
o
...........
2 9
..........
1.3
0.9
7.0
3
1.8
1.2
7.0
2.5
2.3
These plays are described in detail in chapter three and
might be referred to for comparison purposes.
Since the f or-
mations are very much the same, the plays were almost identical.
It might be predicted that in the quarterback sneak and
spot pass T-formation would be faster as the snap receiver of
the Diaiaond-T riust pivot before running and passing.
This is
37
true but the difference in tiue of the two plays is anazinly
Besides these two plays and the long-gainer pass,
lo'r.
which should be equal in any formation since it is a four
count pass, Diamond-T is faster and has an averaRe of .2 of
a second advantage over the T-formation in the ten plays.
Adrenalin for the Snap
It
t?pflchli
is not known if the
new method of obtaining an extra
for the snap utilizes adrenalin or not, but the effect
derived is believed to be sirailar.
Mr. Sayler, Lollgview
School PsycholoRist, and the writer étered into a discussion
about the
conon
Ttparlor??
act where four
averao persons were
induced to lift a relatively heavy individual by means of the
index fingers.
The technique employed in this act is explain-
ed in Alexander Cannon's book, Sleeping Through Space, but let
it suffice here to say the principle
involved to obtain this
extra strength is a result of united and concentrated force.8
The steps leading up to this unity of force are:
orous breathing :practice,
(2)
(1)
vig-
placing of a pair of index f in-
gers under the arm pits and a pair of index fingers under the
knee pits of the individual, by the four lifters,
(3)
siniul-
taneous deep breathing by the four lifters and to a count,
and
(4)
on the third count flLift? is substituted for the
nuriber while the four people lift and inhale at the same time
8Alexander Cannon, Sleeping Through Space,
1939), pp. 20-21.
]Jutton and Company,
(New York:
38
arid
are amazed at the ease of elevating the heavy individual.
It was learned, in the course of conversation,
that
IJír.
ayler had suggested to several coaches the possibiliti.es of
this techniue for obtaining extTa strength for athletic
feats.
His surgestion met with no response on the part of a
coach, until the writer decided to cive it a trial.
The prob-
1cm of harnessing it for football was tackled with gusto.
fter much study and experimentation, it was finally adapted
to Diarond-T system in the following steps:
(1)
just prior to
breaking the huddle the il players were instructed to
three deep breaths, and on the
coind
tal:e
"Breakl", which re-
placed "three" as a count, the players were instructed to
take their offensive positions, and (2) the signals were
called slowly ("onetwo" rhythm) as each player inhaled and
exhaled,
lungs
and at the pre-deterniined snap-signal,
and. riere
filled their
on their way to their assigned duties.
Deep breathing is also capitalized upon in basketball
foul-shooting as explained
titled,
by Charles Murphy in his book en-
Basl:etball.
"Attention of the player should be called again to the advantage of relaxing when shooting this shot and concentrating
eyes and thought directly on the front center of the rim of
the basket.
The Dlayer should try to toss the ball right over
the front of the rim into the basket.
Relaxation may be
aided by taking several deep breaths to slow down the heart
39
action while
Testing
owing to the
ever, in the
approaching the foul line."9
thïs "super-snap"
lack of nachinery for objective measuring.
scrimmages between one team emploring
thod and the other not an
tif ically.
method presented a problem
Lany
atteîpt
was nade
interesting observations
to test
this
it
viere nade of
How-
me-
scien-
its
action.
Scrimmage
Testi
reversed quarterbackïng carie too late for
rame testing last fall so the writer was content to subject
it to the scrimmage test for the final analyses. Scrimmages
viere game-like in management, timing, and officiating, but
were streamlined '.Tith items like the extra conversion try
after a touchdown being eliminated since it has no bearing
for comparison purposes. Since the lTsupor_snapl? was a recent
outgrowth of diainond-T experimentation it was not tested in
the fall scrimmage, as luck would have it, so a comparison
was made between the two seasonal tussels as to its effect.
Selecting the Team and System. With the object of the
selecting two near-eoual teams, the vitor appointed two captains to choose their men which nade up their resDective
teams. After the boys '.ere divided in this ianner and.
The idea of
9Charles C. Murphy, Basketball, (New York: A. S. Barnes
and Company, 1939), pp. 18.
further adjustment made by their coach for
i'ìore
eauality, a
coin was flipped to determine which team (The green or
vihite jersies)
were to use the dianond-T for the first game.
Since the boys viere exerienced
'.iith
the T-formation,
and
the T reseb1ed the new Corat.on closely, the selection of
the couparing systen offered no Droblem.
Both teams
viere
given three weeks practice on an al:ost identical set of 10
plays (Described in chapter three),
one used T methods,
while the other concentrated on the diamond-T style.
After
the first tussel the two teens switched formations and sys-
tens and prepared for the final scrinage.
Results of the
Scrige.
In both ganes the team using
the diamond-T formation was credited with a decisive victory,
with the first being by three touchdowns and the second by
two touchdowns.
rjay
Ignorance of bhe kick-off rule paved the
for a lucky T-formation touchdown in the second gaine.
Before going into the statistics of the
scriges
it might
be well to consider a few testimonies fron the boys who us-
ed both systems in this experiment.
Quarterback Burchette, when asked about the new system,
exclaimed,
"Boy,
it's snooth
ball to the backs.
Nothing at all to give the
And does it fool 'em?"
Fullback Bill Sudar declared,
about
ttYou
don't have to worry
king a first down."
Halfback Dale Eastlick pointed out, "I was tackled seven
times when I didn't even have the ball."
41
Bob Strom, fullback on defense said, "You don't know
who has the ball until
n
safetan
Forbes,
Then it's too late."
it comes by.
you know where the ball is.
explained, "You can't move until
Sometimes the ball is snapped
long before you know it and that's very confusing
tackle the wrong
I
helped
an several times."
An adverse criticism came from Lonaie Stanley who played end on both systea 3.
"I don't like the diarnond-T", he
complained seriously, "you don't
All you do is
r;et
e-et
a chance to do nothing.
the ball for a few plays and nake a touch-
down, then you are on tue defense again."
The observations of the writer as to the comparison of
the two systems were these:
(1)
gains of over
5
yards viere
common and it seemed to be no Droblem to make a first down
for the diainond-T,
(2)
there was a noticable difference in
poise and confidence in favor of the new formation,
(3)
it
seemed that the T had the ball by far the large percentare
of the tiie,
but they were unable to make the swift drives
characterized by the dianond-T,
(4)
there was obvious diff-
erence in deception in favor of the diamond-T,
(5)
the men
on the diamond-T seemed to charge harder and as a unit more
than the T,
(6)
led little, and
the diamond-T viere rarely offside and furib(7)
it
appeared sava?e line blocking was
less effective than the "pschological" blocking caused by
the added deception as the ball carrier was through the line
42
before they had a chance to close the hole. Except for less
poise and confidence, more fumbles and offside ponaltics, the
observations of the fall scrirnage which laci:ed the "supersnap" principle was aLost carbon copy. The difference night
be attributed to the "super-snap".
Statistics. The statistics are of the spring scri2ages
and give the conparison of the diamond-T and T formations
rather than the records of the green and vrhite teams, therefor, actual playing time is equivalent to two full ges.
Only the evidence pertinent to the comparison has been taken
into consideration while the compilin of data was based on
the
iUl-erican
Football
Statistical
Game
Surmìary of
Record_Book.-°
the Scrimmages
...............
........................
48
............
Points scored.
Yards Gained from Scri2nage.. 289 ................ 982
25 ................
LongestGain.. .........
................
Shortest Gain ................
AverageGain... ............. 4 .2 ................
i
Passes Attempted. ..........
4 ................
.......
..
Passes Completed.
Number of Offsides ..........
i
................
Number of Fumbles ............
5 ................ 4
Furibles Recovered ............
FirstDowns .................. 32 ................ 21
Systern.
T
la
. . .
DT
178
2
lo
. .
O.
17
.
.
........
I
O
i
B
10The All-American Football GameRecord, (Viilbur, Washington: Archie P. Sherar, 1941), p. 1.
CHAPTER TJ-]REE
PlAYS FOR
TElE DIAMOI]D-T FORHATION
Each srstem has pet plays
whiCji.
are especially
fitting
are counted upon foi' raining ground. One play, especiali3r, is very suitable to the diaraond-T formation, since
the nev formation is pointed toviarcl the center, and. that is
play such as this was invented in
the flying wedge lay.
1894 by Coach Woodruff o Pennsylvania which was so effecand.
tive that the rules corunittee had to outlaw it since it
threatened to destroy the balance betvieen offense and defense.1 The writer includes ten plays in this chapter which
have been devised with the junior and senior high school boy
in mind.
The Code
In tiie diagrans below the writer will use the following
symbols below which represent positions and acts of the various maneuvers.
X
represents the defensive Player
n
offensive
ball carrier
U
oiìke, op.
cit.,
p. 294
44
represents the path a player takos after the snap
of the rian-in-iotion
of the ball carrier
f tue ball in flight
ti
-
T?
i
t?
t?
t?
t?
t?
"
offensive
left
2
T?
ti
ti
"
3
t?
t?
t?
T?
4
5
T?
t?
t?
6
n
n
n
t?
t?
6
t?
it
9
t?
t?
"
ii
t?
t?
O
i i
end
tackle
guard
center
t?
7
i
T?
T?
right guard
right tacL:le
right end
quarterback
left halfback
fullback
right halfback
Introduction to the Plays
following football plays uake up the set that was
used by both teamS for the comparison scrimmages, and viere
used for the tiiing couparison of the T and diamond-T f or1ations. Each play will be riven a brief description and tue
The
various assignments villi be outlined. The first play is
illustrated and described in sore detail as the assigrmaent
of every player is given. However, since the ten plays are
in series and for the exception of the duties of a f evr Diay-
45
ers,
will
similar throughout and. will
not reauire repeating. Blocking assignments for the lineLien, except when specifically stated, will be as told in the
auotation from the article written by Edward I-î. Boell.
There are onlr two points jfl connection with our
line play. One is the one-on-one-blocking. I haven't
bad niuch difficulty getting school bors to blocl: alone.
Most coaches think it can't be done. G-ive it a try and
I think you'll be surprised. The speed or the play is
the bigest single aid to this trpe of blocking.
The second salient point in our line Dlay is our
high blocking. Low blocks allow a defensive lineman
to lean over and break up the play. \le do not ask our
one-on-one blockers to nove men, only to freeze them and
most assignments
be
to keep between them and the bailcarrier.
These blocks need not be held as long as those in
other formations. .e continually emphasize naking initial contact, holding it for a second or two, and. then
getting down field fpr the important job of cleaning up
the defensive backs.
Line. Buck
is
This play (Dianrani 1)
the fullback.
is the
a plunge through
the line by
the play indicates, the ball
carrier should have speed and size, and. if he does he should
find himself deep into enemy territory before being tackled.
In the scrimmages, this maneuver was a consistant rround
gainer as thó fillbacks weighed over 180 oounds and viere relname of
atively fast.
temporarily freeze their otronents, as described above, before proceeding down the field to
Numbers 1, 2, 3, and
2Boell, 02.
cit.,
7
o. 9.
reraove potential tacklers.
Guard and center, 4 and
5
team
up on the defensive guard while tackle, number 6, widens
the hole by dTiving the other defensive guard back.
Number
8,
the quarterback, after taking the ball from
the center, rela3rs it to t1e fullback
'.iith
the left hand,
and fakes, giving the ball to 4, the right halfback, with
the right hand.
had the ball.
He then runs around the right end as if he
Number
9,
the right halfback,
is the man-in-
motion, and starts out one coant before the snap, running
toward the line, then travelling
backi!1ard.
9
rust attempt
to deceive the defense into thinking he is about to receive
a pass.
If no defense player is decoyed out of position, he
rust report the sane to the quarterback so that a
could be sent his way.
ea1 pass
Right half, number 11, cuts across
behind the fullback and fakes, taking the ball from the quarterback and Plunges through the line.
Ñillback, number 10, is the ball carrier, who starts
low, receives the ball about knee high from the auarterback
and drives through the hole in the defensive line
right guard and tackle.
He must hold the ball
bet;.reen
iith
his
both
hands for Drotection and pick his opening after netting by
the defensive forïard line.
Quarterback Fake
After the defense has been softened up with the line
buck play, they should be ripe for the quarterback fake which
DIAMOND-T OFFENSIVE FOOTBALL PL&YS
Line Buck
X
Diagram
i
Quarterback Fake
n
success of this play would dopend upon how well the offense made them expect the line
buck, which, in turn, deends upon how much the quarterbacl:
fake appeared to look like the line buck as it started out.
A glance at Diarram 2 reveals that all assignments are the
saite as in the former play except that of the fullback, ouarterback, and man-in-motion, although they all begin similar-
is next in the series.
The
ily.
blocks the tackle as before but with a little
nore usto, 9, the inan-in-motion, cuts sharply up field just
after the snap and puts the defensive left end out of reach
of tilO ball carrier. The fullback, nurber 10, runs through
the line as before after faking to take the ball fr the
quarterback. If he doesn't llave at least four tacklers on
his neck, he should realize that his acting on this play was
Number
7
extraordinarily weak. Once tackled, and he should allow himself to be tackled, he should sìuirm and twist as if trying
to get away. This draws :ore tacklers and puts more 'sien out
of the play. The quarterback after faking to the fullback
and. right halfback clamps the ball on his right hip and runs
low around his right end.
Cross Buck
The
defense will be suspicious of the quarterback fahe
and
will
the
left side
be on guard
for right
end plays.
This should leave
weaker, and the answer to that
is the cross
49
Left end and left tackle, numbers i and 2, are the key
blockers in this play. Their assignnent is to hold the defensive end for two counts which should open the door of the
buck.
defensive line long enough for a fast right half to cone
through unmolested. Number 9, the quarterback .ives the ball
to right half with the right hand and fakes to the fullback
with his left before running off to the right as in the quarterback sneak. All other assignments are similar to the
Quarterback sneak.
Tackle Slant (Fake man-in-motion)
After running the former play a few tires the defense
might concentrate on the left side (offensive left side)
leaving the right side liiitly rotected. That is where the
tackle slant or the fake man-in-motion, in this case, would
be tirîel:r. This play is a rood one but it takes a ;ood deal
of Dractice. To make this play successful the offensive
team must pause long enough after tue snap (two counts) to
make the defense believe the ball had not been snapped. This
allows time for the left half to be on his way. The pass from
the center to quarterback to tie left halfback, who had been
the man-in-motion in all other plans, should involve as little
motion as possible. This play was good for 55 yards in one of
the scriiiiriages, but tIle tning and acting were superb. No one
had expected the man-in-notion to carry the ball. If the de-
fense fathoos the play, 7 takes one half step in the clirection toward the defensive fullback then pivots and blocks
the end, while 6 is prepared to make a hole for the ball carncr ]y lockin, the defensive tackle, and 1 and 2 nove down
the field in an effort to knock over a few men on the defense.
Spot Pass
If tile defense
was fooled on
the fake man-in-motion,
they should be fooled on any play, far less a spot flass into
the flat. In this Dlay, which is to the left side arain, the
left end, number 1 takes one full step in the custoary direction before cutting sharply to the left to receive a short
sot pass from the ouanterback. The quarterback fakes to the
fullback then takes one step, pivots and throws the ball to
the practiced spot. This play works well to both ends, and
for added deception, the end can cross back and lateral to
the end, in sort of a scissors action.
_arterback Sneak
This play is usually effective for a short sain and worka
vieil on a short count with no man-in-motion. It starts short-
ly after the teaau gets down to their stance with the quarter
pivoting and going throurh center. This is the play where the
T formation had a time advanta e, although the difference was
very little since the c!uarten in the diamond-T formation is in
an excellent position to pivot.
D
Û
D lag ram 3
'r
kie "lant ('ake i!ian_in-MOtiOfl)
AX
iaram4
Spot
t
52
hole is
the center and 5 who teens up on the
ruard and by 3 who applies a strong block to the other guard.
The backfield fakes the iotions of any other play.
A
made by
Flying
Wed
quite as powerful as the original flying wedge which
was the sensational play of the ray nineties, the flying
\iedge of the diariond-T foation still has some of the flavor
of the old vintage. It was tried three times in the scrimmages and three scores viere recorded, the longest one being
for 25 yards. This is first play in which the backfield
deviates from. the conventional routine. Guards 3 and 5 r.ake
a hole in the line, the tackles handle the linebacks, the
ends knife over to the side of the ball carrier, while the
fullback is escorted through the line by the two halfbacks.
The auarter, who is unable to pivot fast to assist in the
blocking, rims back and fakes a pass. As in the old days, if
this play was perfected it might be used for the entire Tae
with devestating effect.
Not
End Sweep
in the T formation the emphasis has been on deception
rather than power, but tiere night come a time when deception
fails, in 'îhich case it iJou±d be pleasurable to have a power
play. The end sweeps with their massed interference iight
be the answer.
As
53
uarterback Sneat
/
o
Diarn
Flying Wedge
o
o
D a r aï
i.
/
o
54a
The Long Gainer Pass
I
rA
Diagram
9
The Ri ht End Lateral
Diagram 10
II::)
54
This play, Diagram 8, has a few chançes in assir,nments.
to check a defensive end, or tackle that
might break through, 3 pulls out of the line to run interference, while 6 and 7 hold their men for an extra count. 9
gives the fullback a low shovel pass and follows along for
interference, 10 and li fake haifstens in the original direction before cutting to the right.
Number 2 drops back
The Long Gainer Pass
very team needs a long pass play which usually are
certain extent but often tiaes are v;orth the
risk. The play in Diagram 9 is a fairly reliable rianeuver
as far as long passes are concerned. It has three decoys
and a pass receiver. As in all pass plays, assignments are
gambles to a
very exacting.
Nuriber 1
'y
starts
out
fast for
and loops diagnally out to the
cuts sharpmust act so as
two counts and
left.
He
to decoy the defensive halfback with him. 2 and 6 drop back
for pass nrotection while 3, 4, and 5 hold the line. 7
takes two short steps directly from his stance, then cuts
straight down tI-e field at full speed to take the ball over
his shoulder in stride. If the decoys were successful he
should be in the clear for a touchdown. 9 and 10 are the
other decoys, with 9 covering the flat and 10 the center of
the field as indicated in the diagram. 11 rerains to pro-
55
tect the passer.
The auarterback takes the ball fr
cen-
ter and fades back and holds his passing for four counts.
The Right 1nd Lateral
This play (Diagran 10) is sinilar in assignment to the
end
s\'leep
and it might be excellent strategy to have it f 01-
low the sweep in series.
The cjìarterback shovels a low lateral to the right end
who has pivoted into the backfield.
The end then runs a few
steps and laterals the ball to :an-in-notion.
The fullback
and right halfback are key blocl:ers and protect the offensive
end by taking out the defensivo tackle and end.
The
nd Around
Diagram
U
In this play the left end drops back for backfield aro-
tection while the right half and left tackle make a hole for
the right end who is the ball carrier.
gives the ball to the right
end.
The quarterback
who cuts behind
hint.
CHAPTER FOUR
CONCIJJSIONS
The conclusions in this study are in regard to the new
points of a football system and do not include tested material from any other system, although other features the sev-
eral systems are incooperated to make tills now system effect-
As explained previously, the points involved in this
ive.
a new method of centering,
study are:
(1)
stance
the backfield and ends,
:1or
(3)
(2)
a new football
and as a result, a
some-
what different formation.
New Liethod of Centering
It might be concluded from data in this research under-
taking, when comparing the new method of centering to that
of the T formation,
that it is;
tonds to decrease fumbling,
ber 01 offtide penalties.
(3)
(1)
faster in more plays,
(2)
and it does reduce the num-
It might also be concluded from
this study that the combination of c?nter and rìuarterback
'oest
adapted for the new style of snapping the ball is the
larie center and small quarterback,
although the evidence in
favor of any particular two men is not -reat.
5,7
The superiority of this style of centering, over the
T-nethod nay be ecolained by the following points which are:
(1)
in
'7
out of 10 plays the diamond-T has been demonstrated
to be faster than in the T fornation,
(2)
since it is faster
it makes blocking easier as the defensive men tend to
"freeze",
(3)
it offers more deception by the shielding of a
srall clUarterback behind high blocking and a large center
since the snap receiver's actions are concealed from the defense, (4) with the style of stance and forriation used in
the diamond-T system it helps to reduce offsides since every
player can keep his eye on the snap without "telegraphing"
the riovements of the play,
(5)
it
signifies the learning of
centering as both men can watch the ball as it is being exchanged until it has become automatic, while in the T-forma-
tion centering the uuarterback receives the center-snap
blindly, and
(7)
the ouarter can see the intended ball car-
rier without "telegraphing" as his back is turned to the defense.
To the writer's knowledge, there are at least three
cases on record from the 1945 football season where the auar-
terback using the T-formation style of centering gave the
ball to a defense man, who of course, capitalized upon the
break.
The New Stance for Football
It might be concluded from this study that new trac
stance which was r:odified for the diarìond.-T fornation is
faster than the tripod or semi-crouched stances, and that
is better adapted for the dianond-T forraation than the tri-
pod or semi-crouched forns.
The superiority of the track
stance for the diamond-T styles may be exDlained by the fol-
lowing points of evidence which are:
(1)
actual timing of
the three methods of stance for the distance of ten yards
demonstrated the track stance to be faster,
(2)
frori
the low
vision derived the boy can see the snap action more easily
than the other two methods, and
(3)
it tends to keep the
backfield men low and thereby making for more deception.
The New Formation
It might also be concluded that the new formation de-
vised by the writer as a result of this study is better adapted to the new stance and method of centering than it
would be to tue conventional T-formation.
plained by tie following points which are:
faster method of centering
closer to the
and.
This might be ex(1)
owing to the
stance, the ball carriers are
uarterback by one to two yards according to
the timing adjustment of the persoxinel, (2) since it preven-
ted tTtelegraphjngfl it was advantageous to have the fullback
and two halfbacks align themselves up with the ball making a
dianond. formation with the auarterback who was reversed,
(3)
since the present trend is to have the offensive line
and
59
spread
.ore
so as to spread the defense and therebr avoid
concentration in one spot, the writer has had the ends and
tackles niove out somewhat further than in the conventional
T-formation to capitalize on this offensive advanta;'e.
The Super Snap
It might be concluded fror
observation of the
tiro
scrim-
mages where one used the technique and one did not, that the
method of obtaining extra Dower, devised as a result of this
study just subsequent to the snapping of the ball, was fruitful.
Álthou:ii it was Lìipossible to measure the exact extent
of advantaj.e that this method contributed to the success of
the diarnond-T sirstem, the following points are in its favor:
(1)
by deep breathing and concentration four averare people
have been demonstrated to lift a relatively heavy individual
by means of the index fingers,
(2)
deep breathing has been
eLlployed in basketball foul-shooting to promote relaxation,
(3)
by means of a deep breathing and concentration exercise
a football
team apparently displayed a harder and united
charge after the snap,
(4)
they seemed to be more relaxed
than the team who didn't employ this method of breathing and,
(5)
tended to display less confusion and less fumbles.
Recommendations
The writer reconimends that since this formation is new,
it is wide open for e::perimentation and that
if a coach de-
cides to adopt it he should not be satisfied
1.'Tith
it in the
present state, but should keep testing the various phases of
it besides adding the new features as trends demand.
It
would be very pleasing to the '.Titer to learn that some high
school coach had made a discovery that furthered the trends
of'
safe and pleasing football, and he
recoiends urgently
that future research will continue along these lines.
The points recorrended by the writer to the coach who
intends to use this new forriation are the following:
(1)
not to waste too much time on perfecting the centering as
this new method is believed to be easier to learn than the
other conventional styles,
()
if possible, the selection of
a good. coibination of a large center and small quarter if
such is to be had, otherwise, use the best combination available,
(5)
to teach the boys the track stance as outlined in
adjust their positions as suggested by the
this study
and.
forration,
so that the loss of time of obtaining the ball
from the Quarterback will
'ce
cut to a minini.
(
it will
soon
be found that practice will improve the positions of the
backfield
rien
by having them closer),
(4)
have the boys adopt
the one-on-one and high blocking as described in the auota-
tion from Coach ]3oell's article,1
(5)
have the boys practice
the steps carefully of the breathing method for the "supersnap", and build up their faith in it by becoming convinced
i-Supra,
p.
'5.
ri*i
of its value, and (6)
oTcier
fl
selecting a good set of plays on the
those used in this study which are simple, adated
to series "build-uD1T, and. not too numerous to learn well
(plays ror the dia.ond-T and T formations operate in both
direction owing to the balanced lines and backfields, thereby
making the number of plays almost double), and giving the
boys a good deal of signal drill to perfet tining adjustments.
The writer believes the "flying wedge" play has possi-
bilities and reconrnends further research vïith this maneuver.
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